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Informational Writing: Lesson 3 of 5

Lesson Plan

Informational Writing: Lesson 3 of 5

Grade Levels

4th Grade

Course, Subject

History, English Language Arts
Related Academic Standards
CC.1.2.4.J CC.1.2.4.J
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.3.4.G CC.1.3.4.G
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
CC.1.4.4.U CC.1.4.4.U
With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
CC.1.4.4.V CC.1.4.4.V
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
8.1.4.C 8.1.4.C
Identify a specific research topic and develop questions relating to the research topic. (Reference RWSL Standard 1.8.3 Research)
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Objectives

Students will: 

  • Select research topics based on interest.
  • Work in cooperative groups.
  • Research information in books and on the Internet.
  • Take notes on research topics.

Lesson Essential Question(s)

  • How do we use information gained through research to expand knowledge of Pennsylvania history?
  • How can we promote lifelong learning while investigating Pennsylvania history through research and writing?

Duration

  • 45 – 60 minutes / three class periods
    NOTE (Duration is only a recommendation. Teacher to use own discretion.)

Materials

Suggested Instructional Strategies

  • W:  Students choose a topic and questions to research. Students identify resource materials and compile information to be used in future assignments.
  • H:  Students share details on the topics they have researched in the past and the steps they completed in their research process and ways the information was communicated to peers.
  • E:  Students use nonfiction text and online resources to research information.  They use the gathered information to collaborate with peers and complete the individual landmark notes worksheet.
  • R:  Students work collaboratively to share researched information and devise ways of communicating that information.
  • E:  Assessment for this lesson may be formative and based on teacher observation in classroom discussions and one-to-one conferences.  Students will also submit their landmark notes and notetaker printouts (if applicable).
  • T:  This lesson allows for flexible grouping based on students’ interest level and incorporates extension activities for all levels of learners including an extension menu.  You also have the opportunity to choose texts that fits the students interest and reading level.
  • O:  This lesson is organized as part 3 of 5 in a writing unit plan focusing on Pennsylvania Historical Landmarks.  It is sequenced to provide students with the opportunity to experience a variety of research techniques and encourage student collaboration for ways to communicate information.

Instructional Procedures

DAY 1
Engage: Invite students to share information on research and inquiry projects they have completed in the past. Ask students to share details on the topics they have researched, the steps they completed in their research process, and how they worked (alone or in groups).

Explain to the students that they will again be working on gathering research using the following approach:

  • The class will all be working on the same topic. (Pennsylvania Historical Landmarks)
  • Working together as a class, students will brainstorm people, places and things associated with the topic.  NOTE (At this time, teacher can narrow down the list to 5-10 specific locations based on preference and/or region of Pennsylvania).
  • Students will then choose one of these topics to research.
  • Students will circulate around the room and group up with any student who shares the same topic.
    NOTE (Even though students are working in groups, students should be individually researching information).

Once groups have formed based on topic and students understand the expectations, invite them to brainstorm questions they have on their selected topics. These questions can be recorded in their notebooks. Explain that these questions will help guide students during the research process.

 

DAY 2
Ask students to review the questions they had written in their notebook about their Pennsylvania historical landmark.

Allow time for the groups to meet and review their questions.

Allow students time to complete their research.

Encourage students to use a variety of sources to find information on their topics, including selected reference and nonfiction books, and Websites.

  • Have books and printed resources available to the students. Books can be selected from the book list and Websites can be bookmarked using the web resources guide.
  • Remind students of the process for taking notes by providing each student with the landmark research worksheet or use the note taker online resource. 
    NOTE (If using note taker, consider showing the tutorial to students as a group via Smartboard / Whiteboard / Promethean, etc).

As students work on gathering information for their topic, circulate among them and act as a resource as needed:

  • Ask questions about information that has been recorded.
  • Make suggestions for research materials (books, websites, textbook pages, photographs, and other materials related to each topic).
  • Provide assistance for students as needed.
  • Help students do Website searches and print out information and photographs.
  • Encourage students to keep their information organized.

 

DAY 3
Start by asking students to take out their research that they have gathered about their historical landmark. 

Allow students to collaborate with others who chose the same topic to share information that has been collected.  Allow them time to finish the landmark research worksheet.

  • Once the research on the selected topics has been completed and students had the opportunity to collaborate with others who share the same topic, have students review their research and brainstorm ways they feel that their research can be shared with the rest of the class.
  • As you record their responses, remind them that they will be working together in the future to create a project that displays their research.
  • Review with students the three types of writing from lesson one in this unit (informational, persuasive, and narrative).  Utilizing the Think-Pair-Share instructional strategy, ask students to THINK about how they can use their research to create one of these types of writing activities.  Using designated partners, nearby neighbors, or a deskmate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.  After students talk in pairs for a few moments, ask for pairs to SHARE their thinking with the rest of the class. Record these responses on the board or on the overhead. 
  • Explain to students that they will be using their research to write an individual informational report.

Formative Assessment

This project requires a variety of informal and formal assessments. Informally, make certain students are on track by:

  • Listening to the answers they volunteer during class discussions.
  • Observing their level of participation in discussions, group work, and research.
  • Using anecdotal notetaking to track students’ cognitive skills as they complete the research process.
  • Interviewing and questioning students throughout the process.

ADDITIONAL ASSESSMENTS

  • Landmark note handout
  • Review of notebook
  • Extension menu
  • Note taker handout (if applicable)

Related Materials & Resources

 

Author

Date Published

March 01, 2010
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